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University of Northern Iowa University of Northern Iowa
UNI ScholarWorks UNI ScholarWorks
Graduate Research Papers Student Work
2013
Technology, toddlers and vocabulary development Technology, toddlers and vocabulary development
Gwendolyn Dayton University of Northern Iowa
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Copyright ©2013 Gwendolyn Dayton
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Part of the Curriculum and Instruction Commons, Early Childhood Education Commons, and the
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Recommended Citation Recommended Citation Dayton, Gwendolyn, "Technology, toddlers and vocabulary development" (2013). Graduate Research Papers. 160. https://scholarworks.uni.edu/grp/160
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Technology, toddlers and vocabulary development Technology, toddlers and vocabulary development
Abstract Abstract Emergent literacy with toddler age children has a strong foundation in vocabulary development. There are many methods currently being employed to foster vocabulary development. Dialogic reading, sign language, finger plays and songs are just a few of those methods. It is important to look for a curriculum that provides a format to combine these strategies into a cohesive presentation. Understanding the increasing importance that technology plays in the lives of our children is also crucial. Selecting the right technology may provide the solution for infusing vocabulary development into the early learning environment. This project will design a curriculum to implement technology in order to foster the development of emergent literacy by building vocabulary with very young children. Using digital images from the child's world both at home and at school will make vocabulary development authentic, meaningful and individualized. Involving parents in the project will strengthen connections between home and school, initiate life-long technology use with their children, and empower parents to become active participants in their child's learning.
This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/160
Technology, Toddlers and Vocabulary Development
A Graduate Project
Submitted to the
Division of Literacy Education
Department of Curriculum and Instruction
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
UNIVERSITY OF NORTHERN LOWA
By
Gwendolyn Dayton
May 2013
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
This Project by: Gwendolyn Dayton
Titled: Technology, Toddlers and Vocabulary Development
Has been approved as meeting the research requirements for the
Degree of Master of Arts in Education
Date Approved Graduate Faculty Reader
Date Approved Graduate Faculty Reader
Date Approved Head, Department of Curr::::
11
Jill M. Uhlenberg
Jill M. Uhlenberg
Rick Traw
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT Ill
Abstract
Emergent literacy with toddler age children has a strong foundation in vocabulary development.
There are many methods currently being employed to foster vocabulary development. Dialogic
reading, s ign language, finger plays and songs are just a few of those methods. It is important to
look for a curriculum that provides a format to combine these strategies into a cohesive
presentation. Understanding the increasing importance that technology plays in the lives of our
children is also crucial. Selecting the right technology may provide the solution for infusing
vocabulary development into the early learning environment. This project will design a
curriculum to implement technology in order to foster the development of emergent literacy by
building vocabulary with very young children. Using digital images from the child' s world both
at home and at school will make vocabulary development authentic, meaningfu l and
individualized. Involving parellts in the project wi ll strengthen connections between home and
school, initiate life-long technology use with the ir children, and empower parents to become
active participants in their child's learn ing.
Key Terminology: emergent literacy, curriculum, developmentally appropriate practice,
technology, dialogic reading strategies, toddler age
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Table Of Contents
In trod u c ti on ------------------------------------------------------------------------------------ l
Ratio11ale --------------------------------------------------------------------------------- l
A Parent' s Perspective---------------------------------------------------------2
An Inclusive Program's Perspectives----------------------------------------2
An Emergent Literacy Teacher's Perspective ------------------------------2
Purpose ---- --------------------------- ---- -------------------- ------------------------- -- 3
Guiding Questions ----------------------------------------------------------------------3
Key Terminology---------------------------------------------------------------------- --4
Method o Io gy ------------------------------------------------------------------------------------5
Es tab Ii shed Standards------------------------------------------------------------------ -5 .,
Evidence of Assessment ----------------------------------------------------------------7
Development of the Learning Plan --------------------------------------------------- 9
Getting Started------------------------------------------------------------------9
T mage Collection ---------------------------------------------------------------9
Sharing Technology with Toddlers ------------------------------------------9
Review of Literature ----------------------------------------------------------------------------- 1 l
The Role of Professional Development---------------------------------------------- 12
Ex Ce I 1---------------------------------------------------------------------------- 13
Developmentally Appropriate Practice----------------------------------------------- 13
Vocabulary Instruction Embedded in Read-Alouds: Traditional Strategies ---- 14
Dialogic Reading --------------------------------------------------------------- 15
Text Tai k ------------------------------------------------------------------------ 16
IV
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
The Use of Non-Fiction ------------------------------------------------------- l 7
A ltemate or Supplemental Models of Vocabulary Instruction -------------------- 17
Photography--------------------------------------------------------------------- 18
Electronic Media --------------------------------------------------------------- l 8
Music ----------------------------------------------------------------------------22
Sign Language ----------------------------- --------- ----------------------------22
Home-Classroom Connections --------------------------------------------------------23
The Project ------------------------------------------------------------------------------------24
Procedures to Develop the Curricu tum-----------------------------------------------25
Procedures to Implement the Curriculum --------------------------------------------27
Selccti on of Parti cipants------------------- ------------------------------------2 7
Image Co 11 ecti6n ---------------------------------------------------------------27
Sharing the Technology -------------------------------------------------------28
Procedures to Sustain the Curriculum ------------------------------------------------29
Procedures to Evaluate the Curriculum ----------------------------------------------29
Conclusions and Recommendations -----------------------------------------------------------29
References ------------------------------------------------------------------------------------3 3
Appendix es ------------------------------------------------------------------------------------3 8
Appendix A: The I nvitation------------------------------------------------------------3 8
Appendix B: Survey of family Devices and Preferences--------------------------39
Appendix C: Photo Rel ease---------------------- --------------------------------------40
Append ix D: Tutorial/Checklist of Device and Tools------------------------------41
Appendix E: Dialogic Reading Strategy Overvicw---------------------------------42
V
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Appendix F: Goal Setting and Vocabulary Word Selection Guide---------------45
List l Words --------------------------------------------------------------------4 5
List 2 Words/Phrases ----------------------------------------------------------46
Appendix G: Daily Sheet to Share Experiences with Parents ---------------------47
Appendix H: Questions to Guide Reflections for Exit Interview-----------------48
VI
TECHNOLOGY, TODDLERS AND VOCAB ULARY DEVELOPMENT
Introduction
All of education is fee ling the push to incorporate technology in ways that make
learning relevant for the students who come through school doors. When those doors lead
into earl y childhood classrooms educators need to be confident in presenting technology
that is truly rooted in best practice and used to achieve vocabulary learn ing objectives
that are grounded in a strong research based curricu lum. The task, then, is to examine our
vocabulary development objectives, the methods that are used to achieve those goals and
look at technology that might be implemented to assist in early word learning. This paper
examines the use of technological aids in the development of a toddler's vocabulary, both
at home and in the early childhood center.
Teachers need to be masters o f the technology, se lecting and using applications
that get to the very heart of vocabulary learning concepts and objectives. Technology that
is not embedded into the curriculum does not serve the purposes of the classroom
(McManis & Gunnewig, 2008). Early childhood programs have the wonderful
opportun ity to involve families in the incorporation of deve lopmentally appropriate
electronic media for dynamic results. Such cooperation with parents creates a new layer
of learning as very young children sec both of their primary environments come together
to support their learn ing needs (Gillespie, 2006).
Rationale
Multiple perspectives will be included in thi s project. Parents are children 's first
teachers and take th is responsibil ity very seriously (Hensley, 2005). The perspective of
the early learn ing center needs to acknowledge this and still support teachers in those
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 2
centers. It can be a delicate balance and is successful when both teachers and parents take
the role of advocate for ch ildren 's vocabulary development.
A parent's perspective. Vocabulary development has an exciting effect on
toddlers and their families. Once children start to verbally label objects and people in
their world, they begin to interact in a life-long practice of communication. Parents and
grandparents wait impatiently for those first words and worry when other chi ldren in the
playgroup start talking fi rst. Giving parents a tool that empowers them to participate in
this ea rly vocabulary development will alleviate some of this anxiety (Hensley, 2005).
Using technology to do this wi ll help parents start a " technology dialog" and s ignify that
they intend to be involved in th is ever-increasing aspect of their children's future .
An inclusive program's perspective. Successful early childhood centers
understand and uti lize the power of involving all stakeholders in building healthy
programming (Wise, Sanson, & Southbank, 2003). A sense of community and support is
estab lished when parents understand the important role that they play in their chi ldren 's
learning and they fee l supported even in the time that they must be away from their
children (Hens ley, 2005). A special atmosphere is attained when everyone; parents, staff,
teachers and administrators can work together on a project like vocabulary development
to strengthen connections between home and school. It is the intention of this project to
use technology to allow this communication to happen seamlessly and the lines between
these two important environments to become blurred.
An emergent literacy teacher's perspective. When developing emergent
literacy with infants and toddlers, the emphasis revolves around building vocabu lary fo r
future reading and writing success (Fi llmore & Snow, 2000). Vocabulary development is
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
one of the foundations for literacy learning. Chi ldren with large vocabularies have an
easier time decoding and making meaning from text (Fillmore & Snow, 2000).
Incorporating technology into the curricu lum will allow for many well-researched
vocabulary-learning strategies to be melded into one format that engages ch ildren in
relevant, authentic learning.
Purpose
The purpose of this project is to develop a curriculum that will util ize technology
to accomplish three goals.
l. To help parents feel empowered in the learning lives of their children and
comfortab le with the role that technology will play in their children ' s future.
2. To a llow children to explore and manipulate technology in the context of a
nurturing and engaging experience with trusted adults.
3. To build vocabulary foundations in the language development of toddlers so they
can communicate their wants, needs, fee lings and ideas verbally in the present,
with the expectation of creating life- long literacy learners later.
Guiding Questions
1. What effective strategies are currently being employed to bui ld vocabu lary with
todd lers in credible early childhood settings?
2. How might technology be appropriately incorporated into those strategies to
create authentic, meaningful programming that can meet individual ch ildren 's
vocabu lary goals?
3
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Key Terminology
I. Emergent literacy is used to explain a time in a childrens's development when they
are practicing the ski lls that will help them become readers and writers. Skills like
listening, speaking, singing, rhyming, book handling, print awareness, letter and
phonological awareness, scribbling, and completing simple puzzles are all examples
of emergent literacy ski lls.
2. Curriculum describes a plan for learning. It starts with setting clear objectives for
learning, defines assessment too ls and plans strategies for delivering information.
3. Developmentally appropriate practice ensures that teaching practices are appropriate
to the age, developmental level and cultural context of the specific children being
taught so they can reach goals that are challenging and achievable.
4
4. Technolog'{ in th is project refers to the use of electronic media to accomplish specific
learning objectives.
5. Dialogic reading strategy is an evidence-based approach to shared storybook reading
in which the goa l is for the child to become the storyteller. The adult prompts the
child to say something about the book, evaluates the child 's response, expands the
child's response by rephrasing and repeats the prompt to ensure the child has learned
from the expansion.
6. Toddler age describes a young child beginning at the age of 24 months.
TECHNOLOGY, TODDLERS AN D VOCABULARY DEVELOPMENT 5
Methodology
I developed the project using a curriculum framework, Understanding by Design
(Ubd) by Wiggins and Mc Tighe ( 1998). This three stage "backward design" approach
starts by establishing goals or standards, proceeds to establishing the forms of
performance based evidence that will be used for assessment and finally, in stage three,
develops the learning plan. This methodology emphasizes reaching targeted goals that are
embedded in the curriculum in order to maximize the transfer of new learning.
For th is project, the goal-setting stage will search out existing local, state and
national literacy learning standards and identify those that fall under the scope of this
project, specifically vocabulary development. The evidence section will define the
qualitative assessments that will be used to measure children 's progress for learn ing
targeted words and methods used to achieve them. The learning plan will summarize the
key events that will be used to foster vocabulary development and define how technology
will be employed.
Established Standards
Stage one of the UbD process begins by asking what the big ideas are for a
particu lar unit of study. These goals are comprised of learn ing standards and target key
knowledge/skills that are being sought. Standards are the specific understandings that
ch ildren will gain from the unit. Teachers cannot plan what the children wi ll do
(activities), unti l they define what children should know (understandings) upon
completion of the project. UbD proposes that unless learners can take what they have
learned and apply it to new situations on their own (transfer), it may not actually have
been learned at all. Teachers need to identify the specific goals/sk ills that chi ldren are to
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
acquire which w ill enable students to transfer learning independently. UbD also seeks to
develop essentia l questions to guide students as they explore these big ideas and
considers any common misunderstandings that may arise. It is this thoughtful
groundwork that ensures that the planned units of learning wi ll have the desired
outcomes. Throughout this process, teachers keep their eyes on the targeted content
standards and make revis ions as necessary.
6
Currently several leading organizations seek to define standards for vocabulary
development. The National Association for the Education of Young Children (NAEYC)
and its state affiliate, The Iowa Association for the Education of Young Children
(IAEYC) along with many other stakeholders, have developed the Iowa Early Learning
Standards (IAEYC, 2012) that seek to define what emergent literacy is, why it is
important, what it looks like in practice and how adults can support it. Each learning
domain of I ELS is a lso linked with the Iowa Core Curriculum so teachers can understand
how the two sets of benchmarks support each other. This is helpful as early childhood
teachers have knowledge of the expectations for learning that e lementary programs
anticipate. A smooth transition from infancy through high school is accomplished when
all stakeho lders understand tl1e full scope of lite racy learning.
The Head Start Agency endorses another packaged curriculum to provide
standards for vocabu lary learning. It is Creative Curri culum Gold (Teaching Strategies
LLC, 20 l 3). Head Start agencies prov ide support to families that have been identified as
"at risk" because they meet certain socio-economic criteria. Each of these agencies has
utilized very s imilar ideologies in setting their standards. Table I identifies and compares
vocabulary-learn ing standards for toddlers as identified by NAEYC, IELS and CCG.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Table l
Standard'>Jor Vocabulary Development with Toddlers
NAEYC
2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands.
2.D.04 Chi ldren have varied opportunities to develop vocabulary through a. Conversations b. Experiences, c. Field trips, and d. Books.
IELS
In fants and toddlers understand and use communication and language for a variety of purposes. Benchmarks: Responds to the vocalizations and communications, verbal and nonverba l, of famil iar adults. Uses vocalizations and gestures to gain attention from others Uses vocalizations and gestures to communicate wants and needs. Increases both listening (receptive) and speaking (expressive) vocabulary. Progresses to using words then simple sentences to communicate. Participates in conversations, using 1,oth receptive (I istening) and expressive (speaking) language sk ills. Answers simple questions Follows s imple directions.
CCG
Objective 8: Listens to and understands increasingly complex language Comprehends language Follows directions
Objective 9: Uses language to express thoughts and needs. Uses an expanding expressive vocabul ary Speaks clearly Uses conventiona l grammar Tells about another time and place
Objective 10: Uses appropriate conversational and other communication ski ll s. Engages in conversation Uses social ru les of language
Note. Information retrieved from NAEYC Torch Website: http://www.naeyc.org/academy/prima1y/torch Iowa Early Learning Standards website: http://www.iowaaeyc.org/pdf/ lowa Early Leaming Standards 2012 .pdf and Creative Curriculum Gold/Teaching Strategics Gold website: https:i/www.teachingstratcgies.com/gold/tcachcrs/checkpointObj.cfm
Evidence for Assessment
The next step taken in the design process was to decide how to assess vocabu lary
growth that might occur as a result of the children's participation in this program. The
assessment plan was developed by considering the ev idence that cou ld be collected
during the project both at home and at school. The key procedural step was that before
children wou ld engage with the technology, parents and teachers would identify targeted
7
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 8
vocabulary (See Appendix F, Goal Setting and Vocabulary Word Selection Guide). This
list will be used to document children 's use of words during the activity and
communicate to all classroom staff what targeted words should be listened for during the
day. Teachers wi ll also use a daily communication sheet (Appendix G) that parents take
home at the end of each day detai ling information about their children's time at school.
This sheet has a specific place to share vocabulary growth news. The second list wi ll be
employed as children learn the targeted words of the first list and are ready to move on to
phrases and questions.
Qualitative assessments will revolve around observations collected during the
learning activity as to length and level of engagement. The daily communication sheets
have a space for teachers to record any incidence of the vocabu lary words being used in
new settings and how rrruch time the chi ldren engaged in the activity that day. Dai ly
conversations with parents at pick-up and drop-off time will also be useful for collecting
feedback from parents regarding evidence of transfer of new vocabu lary words into home
settings. Communications through e-mails are planned to document parents' use of the
technology at home. One of the advantages of the UbD plan is that the curriculum
remains fluid and evolves as the children's vocabulary and interests change and grow.
The chi ldren will choose whether or not to participate when the activities are offered and
determine the length of time that they engage the media. A maximum amount of time for
each session will be set at 20 minutes to follow NAEYC's recommendations to limit
screen time with very young children (NAEYC, 1998). Decl ining to participate or
inability to engage for more than a few moments wi ll signal a need to modify the
curriculum.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Development of the Learning Plan
In the UbD design process, the first two stages establish the learning goals and
determine a means of assessing learning. The third stage is to design the learning plan.
Getting started. Informing parents about the importance of vocabu lary
development and inviting them to participate in the curriculum is the first step of this
stage. A brief overview of the project will be explained on a postcard to be handed to
parents. As a family decides to explore the program, a conference will be set up at a ti me
that is convenient for both teacher and parents. It is the goal of this conference to set
goals for vocabulary learning, discuss dialogic reading strategies (Whitehurst, 1992),
determine what devices are available or preferred and select the computer applications
(app) to be utilized. A quick tutorial should be used to help start the process of collecting
images and adding voic~s or text.
Jmage collection . Parents and teachers wi ll next begin to set up devices with
photographic images, voices, and sign language images. Images should target the
vocabulary identified in the conference. Each image should be labeled with text or voice.
Several websites provide a dictionary of American Sign Language words in a video
format and also as a single static image. Parents and teachers can learn the specific signs
and record their own voice saying the word with a sti II shot of the sign language word.
9
Sharing technology with toddlers. Once the devices have been loaded with
images, they wi ll be shared with the children. During a quiet time of the day, the parents
and teachers will invite the toddlers to sit it in their laps as they hold the device that has
been loaded with images and voices familiar to the child. Adu lts should pick a setting that
will allow for uninterrupted time. The adults wi ll begin by showing the ch ildren the first
T ECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 10
photo and talking with them about what they are seeing, using dialogic reading strategies
(as explained in the forthcoming literature review) to label the object or person and use
the word in a sentence. Adults will ask the toddlers to say the word and demonstrate how
to touch the screen to enable the sound or voice so the children will hear it coming from
the device. Adults will allow the toddlers to touch the screen and experiment by moving
their fingers over the image while the teacher or parent holds the device. Adults will
demonstrate how to advance to the next picture and continue to talk with the chi ldren
about the image, just as was done in the preceding photo. Any words that the children say
should be recorded on the word list. The activity continues until the todd lers show signs
of inattention or time is exhausted. If the activity has taken place at school, teachers
should describe progress toward goals on the daily sheet.
In summary, this project began with identifying standards for vocabu lary
development that were endorsed by local, state and national early chi ldhood
organizations. The main goal that was selected for this project was that toddlers would
use an expanding expressive vocabu lary to communicate thoughts and needs. The other
goals were to help parents feel empowered in the vocabulary learning of their chi ldren
and toddlers to explore and manipulate technology. Performance based assessments were
conceived by thoughtfu lly considering how the goals for the project could be achieved
and what learning would " look like" as it occurred du1ing the learning activities. By
design, these assessments need to be formative and performance based fo r the purposes
of shaping the curriculum to better meet the learning needs of the partic ipating toddlers.
The learning activities wil l incorporate research-based vocabulary learn ing strategies into
an interactive electronic format that will be shared between home and school.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 11
Review of the Literature
Early childhood professionals working in toddler classrooms spend a large part of
the day focusing on vocabulary development (Wasik, 20 l 0). Recent studies in early
literacy have shown the importance of the role teachers play in helping young students
build vocabularies that will enable them to become successful readers and writers (Juel &
Deffes, 2004; Neuman & Dwyer, 2009; Wasik, 2010).
Although nearly all research agrees that vocabulary instruction should be tied to
texts that are read and studied in class, much of the research indicates it needs to be
intentional and specific (Neuman & Dwyer, 2009). Juel and Deffes (2004) compare
contextual based vocabulary instruction with more analytic, anchored instruction
strategies. In contextual based instruction , teachers give the definition or explain a word
as they come across it in a read-a loud story. There is no further exploration of the word or
follow-up. With analytic and anchored instruction, teachers are very intentional about
preselecting vocabulary and providing time for exploring meaning making and even
examining the way the word is spelled to see if there are clues to its meaning. The study
found that chi ldren learned more vocabulary with intentional teaching. Juel and Deffes
predominantly focused on learning with o lder children, but the principle of intentionality
translates to vocabulary learning with toddlers as well. Once teachers are focused on the
goal of building vocabulary with toddlers, they need to be taught how.
Neuman and Dwyer (2009) examined ten packaged early childhood cuITicula
currently being used in Pre-K classrooms to assess their strengths in building vocabu lary,
making use of the five following criteria:
• Did the curriculum explicitly identify words to be learned?
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 12
•
•
•
•
Did the curriculum provide specific strategies to teach those targeted words?
Was ample opportunity provided for children to independently practice vocabulary in
context?
Were opportunities provided for children to review previously learned words?
Were strategies for ongoing assessment provided?
Only one of the ten examined products met all five of these criteria. Their study
concluded that little is available to help teachers provide explicit vocabulary instruction.
Most curricula that are ava ilable provide no sound pedagogical principles for teaching
vocabulary to young children and most programs show a huge mismatch between the
goals that are identified in the curriculum and what is actually done to meet them
(Neuman & Dwyer, 2009). While Neuman and Dwyer focused their study on Pre-K
classroom curricula, it was noted "Trends in the amount of ta lk- the actual trajectory of
vocabulary growth- and the styles of interaction were well established at 3 years o ld .. . "
(384). This would indicate a need for these same criteria to be implemented in curricu la
for toddler age children.
lt is evident that increasing children's vocabulary is crucial for creating successful
outcomes in literacy. From the above study we see that simply telling teachers to do this
important task is not accomplishing the goal. They must be provided training tools and
remain focused on the importance of the job at hand.
The Role of Professional Development
Various strategies can be identified to improve vocabulary deve lopment with
preschoolers. The question becomes: How do teachers implement these strategies into a
seamless vocabulary curriculum to meet the criteria that Neuman and Dwyer have
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 13
identified without sacrificing other.elements of emergent literacy teaming?
ExCell. One model that offers professional development for teachers is The
Exceptional Coaching/or Early Language and Literacy (ExCell) Program (Wasik, 2010).
In this model, teachers are trained in a group setting in five areas of literacy education with
a strong focus on vocabulary development. Those areas are: interactive book read ing,
guiding conversations across curriculum, phonological awareness, alphabet knowledge and
writing. Wasik put a strong emphasis on professional development, a component that she
noted as missing in the criteria that Neuman and Dwyer (2009) identified in their article.
Neuman and Dwyer seemed to have assumed that all teachers are adequately trained and
rich in ongoing professional development. The Wasik (20 I 0) article strongly disputes this.
Without this training, it is likely that implementation of even the
highest quality curricula wi ll vary across early childhood teachers,
undermining efforts to build children 's language skills at the very time
when interventions could have the strongest long-term effects. (p. 62 l)
After each of these trainings, a second component is implemented as individual
guidance. Literacy coaches visit teachers in their real world settings to model strategies,
observe and give feedback to teachers.
Developmentally Appropriate Practice
Before any strategy for vocabulary development can be employed, it must first be
put through the filter of developmental appropriateness. Considering that the focus of this
project centers on very young children, th is is especia lly important. The case was made
earlier in this paper for preparing adults to create intentional, well defined objectives for
learning. Jf adults are not also well trained in developmentally appropriate practices for
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 14
toddlers, they will have a very difficult time picking a strategy that will be successfu l. The
National Association for the Education of Young Children (NAEYC) has put forth much
guidance for early childhood professionals to ensure their curriculum is in line with best
practice (Copple & Bredekamp, 2009). In Learning to Read and Write: Developmentally
Appropriate Practices.for Young Children (NAEYC, 1998) the International Reading
Association (IRA) jo ined forces with NAEYC to develop a position statement to define
developmentally appropriate practices centered on teaching children to read and write . The
authors define the term developmentally appropriate as "challenging yet achievable with
suffic ient adult support" (p. 8). "To teach in developmentally appropriate ways, teachers
must understand both the continuum of reading and writing development and the
children's individua l and cultural variations" (p. 11 ).
After an extensite review ofresearch and drawing from the knowledge and
experience of their members, NAEYC and IRA concluded that " learning to read and
write is a complex, multifaceted process that requires a wide variety of instructional
approaches" (p. 8). It is critical that young children are actively engaged in literacy
learning experi ences that make content meaningful. This position statement focuses
mainly on preschool years, but does put forth some recommended teaching practices
specifically focused for infants and toddlers. Those practices specifica lly targeting
vocabulary development include talking with toddlers verbally and with sign language,
singing, finger-plays and reading board books with children individually or in small
groups.
Vocabulary Instruction Embedded in Read-Alouds: A Traditional Approach
For teachers who are focused and trained, many vocabulary-build ing strategies can
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 15
be incorporated into a curriculum. Many of them center on what happens when adults and
children come together around a book. Shared storybook reading and read-alouds are
strong examples of strategies that adults often use to build vocabulary with toddlers (Jue l
& Deffes, 2004). One form of shared storybook reading emphasizes the discussions that
adu lt readers and toddlers can have together as they enjoy a book. This traditional
approach to vocabulary instruction is embedded in the read-aloud activity and is known as
dialogic reading.
Dialogic reading. This is an evidenced-based approach to shared book reading
where the goa l is for the child to become the story teller and for the adult to facilitate,
expand, and respond to the chi ld's verbalizations (Whitehurst, 1992). This strategy is
more about reading with chi ldren than it is to children. One fundamental dialogic reading
techn ique is the PEER sequence. The adu lt prompts the child to say something about the
book, evaluates the child 's response, expands the child 's response by rephrasing and
adding information to it, and repeats the prompt to make sure the child has learned from
the expansion. Five different types of prompts are associated with dialogic reading, each
requiring a little more sophisticated vocabulary skill. Completion prompts ask children to
fill in the blank of a statement about the book. Recall prompts ask questions about
specific details in the book. Open-ended prompts make a statement or ask a question that
encourages children to talk about the book. Wh- prompts ask "what", "where" and "why"
questions. Fina lly, distancing prompts ask children to make connections between the
events in the book and their own li fe experiences (Zevenbergen & Whitehurst, 2003).
Dialogic read ing is useful because it can be used by teachers at school and also by
parents at home. Blom-Hoffman, O'Neil-Pirozzi and Cutting (2006) examine a strategy
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 16
for training parents and caregivers in the use of dialogic reading. This study compares the
use of videotape to teach parents the principles of dialogic reading to an actual face-to
face learning environment. The study finds that the parents and caregivers rate the
acceptability of the video format to be very high. They also find several advantages to the
videotape format over individual or small group instruction. Those advantages are listed
as "cost efficiency, trainer time efficiency, consistency in intervention delivery and the
opportunity for learners to observe people who are similar to them model the target
behavior" (p. 74). Working with Pearson Publishing Company, Whitehurst and his
associates at SUNY produced a product called Read Together, Talk Together (Pearson,
2003 ). This product consists of a kit containing children 's picture books and
accompanying lesson plans that identify specific vocabu lary contained in each book.
These lesson plans give·adults spec ific prompts for each page of the story that are
targeted to build the child's vocabulary and ability to re-tell the story. Each kit also
contains videotape, which explains the theory and teaches parents and caregivers how to
implement the strategy. The training video lasts about 15 minutes.
Text Talk. Another strategy for read-alouds, Text Talk, takes a very different
approach, putting more emphasis on discussion without the reliance on illustrations. Beck
and McKeown (200 l) propose that young children are sophisticated enough to work
through challenging material without the context of illustrations or background
knowledge. Reading aloud to them allows them to experience language and ideas that
may be too difficu lt for them to read on their own. They describe "text talk" as
''decontextualized" language (p. l 0). By minimizing the use of pictures, children must
focus on the language in order to gain meaning. The strategy focuses discussion on major
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 17
story ideas as they come up in the story and asks children to be reflective by using very
specific open-ended questions. Teachers use fo llow-up questions and employ a technique
called " uptake", in which the adult incorporates previous student responses into new
questions in order to introduce students to more sophisticated vocabulary (p. 16).
Teachers intentionally choose words that are unfamiliar yet embody concepts with which
children can identify and use again in normal conversation. Teachers assess learning by
keeping charts with vocabulary words from each story and adding a tally mark each time
the word is used by a student.
The Use of Non-Fiction. Bortnem (2008) also concludes that read-alouds are
useful in building vocabulary, but she advocates for the use of more nonfiction in early
childhood classrooms. She found that nonfiction reading could elicit more language and
ch ild-generated questions; using nonfiction in conjunction with a fiction book on the
same topic allows children to dig deeper into the content. She also suggests
incorporating manipulatives and extending the theme into other play experiences.
Alternate or Supplemental Models of Vocabulary Instruction
Books have long been the center of emergent literacy vocabulary development
and adults should certainly continue to use good literature to stimulate vocabu lary
development. However, the boundaries of literacy education have been expanded to
include many nontraditional strategies such as photography, computer assisted
technology, music and sign language.
Albers, Hofbrook, and Harste (20 I 0) compare their own visual, aesthetic art
pieces to the meaning making from symbols on a page when we read and write. In their
view, practicing artists use "transmediation, a translation of an idea from one s ign system
TECHNOLOGY, TODDLERS AN D VOCABULARY DEVELOPMENT
to another" (p. 167). Whether students are translating alphabet letters into sounds or
finger positions into ideas, they are working from one sign system to another.
18
Photography. Byrnes and Wasik (2009) point out the need for teaching in early
chi ldhood to be engaging, exciting and hands-on. Putting digital cameras in the hands of
young learners allows them to become producers of their own symbol making. Chi ldren
become producers and take more ownership of their learning because they are selecting
the subject matter. Photography facilitates vocabulary because they talk about their
pictures, explain them to others and use them to retell their stories. Taking cameras out
into their world allows chi ldren to document picture walks and helps teachers to make a
family connection when children are allowed to take the camera home to record what is
relevant to them there. Teachers can create games and matching activities where children
go on treasure hunts wi~h picture clues-talking as they explore. Byrnes and Wasik
include a caution regarding confidentiality and privacy with minors and suggest parent or
guardian permission release and consent be acquired before allowing students to take
pictures or to have their pictures taken. After obtaining consent, teachers can take those
students' identified interests back into the classroom again as digital photos by
incorporating more technology to bui ld vocabulary.
Electronic Media. The National Association for the Education of Young
Chi ldren and the Fred Rogers Center position statement on technology (2012) has opened
up the doors to media use for infants and toddlers by specifying that if it is used
intentionally and in a format that implements interactive models, it can be effective in
supporting learning. Toddlers still need special considerations, but early chi ldhood
teachers who are informed and understand the implications surrounding technology use
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
with the very young can help children and families navigate into responsible digital
participants.
19
In Technology as a Scaffold for Emergent Literacy: Interactive Storybook'>for
Toddlers (2003), Linda Robinson advocates the creation of electronic picture books that
are personalized for very young chi ldren. The author proposed, "when used along with
traditional storybooks, multimedia versions of books provide children between two and
three years of age with an interactive literacy experience shaped by a ch ild's social and
cu ltura l environment, because stories can be persona lized." (p. 44). These experiences
will, by definition, include embedded vocabulary learning. Robinson argues that
technology can be a means of mak ing literacy instruction and its foundational vocabulary
learning relevant by customizing the experience in ways that more traditional strategies
cannot accomplish.
Currently, the American Academy of Pediatrics (AAP) strongly cautions the
introduction of electronic media to very young children (2011 ). The AAP points to
concern for excessive television and screen time displacing face-to-face time for chi ldren
under 2 years of age. This concern predominately centers on television watching without
parental involvement or when the child is exposed to adult programming that may be
playing in the background. The AAP also cites a lack of evidence supporting educational
or developmental benefits and the potential for adverse health effects. The policy
statement (20 l l) addresses predomi nan tly television and pre-recorded DVD exposure
and did not specifically address other fo rms of more interactive media.
This caution should serve as a reminder to early childhood teachers to proceed in
using techno logy with toddlers very carefu lly. Technology should be introduced only
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 20
when it can be done in a developmentally appropriate way to imbed vocabulary learning
into the curricu lum and combine best practice strategies into one seamless format. In this
way, technology does not replace other practices; it simply becomes another tool for
teachers to add to what they currently use to build vocabulary with toddlers.
Despite the AAP's recommendations, it is clear that infants and toddlers are not
being ignored in the development of technology in media (Anderson & Evans, 200 l ).
More interactive formats that are easily manipulated are being incorporated into toys and
marketed to parents who are looking for ways to boost their children's learning. It is the
job of informed adu lts to ensure these interactive toys will be developed to "allow
chi ldren to bui ld their own creations or explore the world in ways not possible with
traditional toys" (Anderson & Evans, 200 I , p. 15). Acknowledging that there is sti ll
much research to be done in this area, these authors respond to the concern that media use
displaces other valuable interactions.
It should not be taken for granted, however, that because a child has x
hours of media use, x hours of other activities are automatically displaced.
For example, parents of toddlers may use a program such as Sesame Street
as an opportunity to provide verbal labeling for their children (Lemish &
Rice, 1986). Certainly todd ler use of computers and the Internet, to the
extent that it happens, likely occurs on the lap of a parent, with active
parental involvement. (p. 13)
Computers and technology can have beneficial outcomes when adults are
intentional and se lective in choosing media for young children, interact with them in
meaningfu l dialogue and fo llow up media time with real world connections. These
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 21
connections are even more important when we are considering the needs of children with
d isabilities.
Wilds (200 l ) discusses the significant advantages assistive technology holds fo r
helping children with disabilities communicate and interact with their environment. She
cites choice and control as essential qualities for software use with young ch ildren. She
also states the importance of being able to make words appear on the screen along with
relevant images. This is especially important for children with disabilities because they
may requi re more time and experience to make connections between print, pictures and
sound. The points that she raises have relevance for all children, not just those with
d isabi lities. She identifies several criteria that possib le applications should meet in order
to be considered for use with young chi ldren. Programming should have the capability to
be personalized with fam ily photos and voices, be easi ly manipu lated by a s imple switch
or touch screen, and should require minimal training to use. The software should also be
readi ly available and free or at a cost that is not proh ibitive.
Parette, Hourcade, Boeckmann and Blum (2008) point out the benefit of using
Power Po int (Microsoft, 20 13) to create stories around previously identified vocabu lary
words. It comes standard on most home and school computers and allows for the use of
animation, sound and d igital photography to ensure that even very young learners can
stay engaged. Teachers can record their own voices reading the story_, save it to mp3
format and insert it into a s lide show. Parette, Boeckmann & Hourcade (2008) identified
Symbols 2000 (Widget Software Ltd, n.d.) as a program to combine symbol making with
text and sound capabilities but it is not free of cost. PowerPoint sti ll has the advantage of
being free, readi ly available and famili ar to most computer literate consumers. A free
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
version of PowerPoint, however, does not yet have the capabil ity of embedding audio
when used on a tablet or touch screen device.
22
Music. Paquette and Rieg (2008) propose that using music to bui ld vocabulary is
natural and lends to multiculturalism as songs from other cultures can be introduced.
Music also crosses into all content areas as teachers get creative and compose their own
learning songs to reinforce the content that they are studying. The repetitive nature of
many chi ldren's songs allows multiple chances for chi ldren to practice a new word. Often
songs are combined with hand gestures. Hand gestures or finger plays lead into the final
frontier in exploring alternative strategies for teaching vocabu lary to young chi ldren, sign
language.
Sign language. Daniels ( 1996) measured the vocabulary gains of pre-K chi ldren
over a period of two years to determine whether sign language helped hearing children
acquire new language and if so, whether this new learning retained over time. The results
were positive on both counts. She then laid out seven reasons why this strategy may be
effective. She cites a study by Moore (J 970) who documented a fairly small time period
for optimal language development, only three to four years of age. These findings would
indicate that focusing vocabulary development on pre-school children is catching them at
just the right stage in their development. Daniels cited Piaget ( 1955) when he noted that
sign language allowed chi ldren to see and fee l language move. When adults are signing,
children must focus on what is being communicated by looking. In doing so they pick up
on other clues like facia l expressions and body language giving added contextual clues
for learning new vocabulary.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 23
The alternative strategies mentioned thus far have several things in common.
They all work well with young chi ldren because toddlers often are the most uninhibited
learners. All of these strategies see children as a whole being with many different senses
that need to be addressed in the learning environment. Incorporating sight, sound, and
touch will be more effective than simply using one mode of information. Finally, all of
the above articles mention the need for teachers to ask open-ended questions, allow
children to make decisions for their own learning, and to create positive spaces where
children fee l empowered to learn.
Home and Classroom Connections
Early childhood programs have one more powerful ally to utilize as they consider
building vocabulary with toddlers - the family. One of the first exciting milestones in the
family experience invo~ves the child's first words. As a toddler's vocabulary expands,
parents begin to get a sense of who their child is and what they are thinking. It is a very
exciting time for families. Early childhood centers are wise to capitalize on this
excitement and support families as they seek to foster vocabulary development. Parents
are their babies' first teachers and they should always be considered the experts on the
topic of their own children (Gillespie, 2006). Children learn their language and identity
from their famil ies. The need to respect and support families with diverse cultural
differences is critical. When teachers and parents work together to provide consistent
expectations for learning, children have fewer behavioral concerns and develop stronger
socia l and language skills (Wise, Sanson, & Southbank, 2003).
Involving parents in learning projects is a good way to both gain a better
understanding of the home culture and empower parents in their ch ild 's learning (Hensley,
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
2005). Inviting them to participate in goal setting and setting aside time to confer with
them about their child's individual learning progress sends a message of caring and
cooperation (Mcintyre, Kyle_, Moore, Sweazy & Greer, 200 I). It is important for any
curriculum that seeks to enhance vocabulary development with toddlers to involve
parents in the process right from the beginning.
24
In conclusion, little is currently avai lable in the way of packaged curricula for
teaching vocabulary to toddlers. The best solution is to train professionals and parents to
create their own developmentally appropriate plans for delivering this important
emergent literacy ski ll and provide a coordinated effort between home and school. There
are many strategies currently employed ranging from shared storybook reading to less
traditional sign language and music. One format that has the potential to combine several
of these strategies involves the use of technology. As long as it is interactive and done
collaboratively with caring, informed adults, electronic media can be a powerful tool
even for very young chi ldren. When adults are focused, trained and equipped, the
outcomes for vocabulary development with toddlers are very successful.
The Project
Procedures to Develop the Curriculum
The curriculum-planning template from the Understanding By Design Overview
of UBD & Design Template (Wiggens & Mc Tighe, 2005) has been util ized to plan the
framework of the project (Figure #2). Details for implementation of the project follow the
UbD Template.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 25
Figure# 2: UbD Template 2.0
ESTABLISHED GOALS
NAEYC 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands.
IE LS 4 .1 Participates in conversations, using both receptive (listening) and expressive (Speaking) language skills.
CCG Objective 8: Listens to and understands increasingly complex language Comprehends language Follows directions
Stage 1 Desired Results Transfer
Students will be able to Independently use their newly learned vocabulary words to participate in conversations, using both receptive and expressive language skills both at home and at school.
Meaninn UNDERSTANDING ESSENTIAL QUESTIONS? s Students will understand that ...
What vocabulary words are the most critical to start with?
Vocabulary words are
How can we make vocabulary learning individualized and authentic for each toddler?
powerful tools that can be used to meet their needs and explore the world around them.
How can we empower parents in their children's vocabulary development?
What format could be employed to combine vocabulary-learning strategies?
Acquisition Students will know ...
The names/labels of significant people and things in their environment.
The powers of being able to use their vocabulary to problem solve and express themselves in socially appropriate ways.
That parents and teachers can work together to support vocabulary learning.
Students will be skilled at ...
Using vocabulary to meet their needs and ask/answer simple questions in a conversational manner.
Inferring the meaning of new words from the context of pictures and from dialogue with more knowledgeable others.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Evaluative Criteria
Stage 2 - Evidence Assessment Evidence
PERFORMANCE TASK(S):
26
To what extent is the activity promoting the learning of new vocabulary at home and at school?
Toddlers w ill sit with a t r usted adult and engage in conversations around the images on the device fo r an extended period of time, (more than 5 minutes).
Children will use their hands to manipulate the images on the device as they listen and say the words from their word lists.
Does the new vocabulary transfer to other situations?
Toddlers will transfer newly learned vocabulary words into novel contexts both at home and at school. These experiences will be noted on daily sheets and shared in e-mails or conversations with parents at pick-up/ drop-off t imes.
• • •
• • • • • • • • • • •
• •
OTHER EVIDENCE: Are the parents exp ressing continued interest in the activity during daily conversations at drop/off and pick/up times?
Stage 3 - Learning Plan Summary of Key Learning Events and Instruction
Meet with family and secure a touch screen device for them to use at home . View video clips on vocabulary development and dialogic reading Identify 18 vocabulary words that they would like the toddler to learn (names of people/pets, verbs, nouns and a few sign language words) . Send one list home and keep one on the toddler's clipboard. Prepare devices and download apps . Collect digital images of vocabulary words. Add Text. Load images into device and add voice . Select quiet place to sit with toddler . The adult will begin by showing the toddler the first photo Employ dialogic reading strategy Introduce voice feature Allow toddler to manipulate images and explore on the device . Make notes on the vocabulary list on the clipboard Continue until the toddler is showing signs of inattention or time is exhausted . Adults in the classroom should look for opportunities to use the new vocabulary with the child and connect the experience with new situations. Any instances of this can be recorded on the daily sheet. Share the experience with parent at pick-up time Discuss how arents have been able to im lement the activit at home
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 27
Procedures to Implement the Curriculum
The implementation of this curriculum focuses on four key sections: se lecting and
preparing participants, collecting imaging, using and sharing technology with todd lers
and fami lies, and reflective response to learning.
Selection and preparation of participants. Families with young toddlers wi ll be
provided materials (Appendix A) that communicate the relevance and role that
vocabulary development plays in emergent literacy and be invited to participate. After an
initial agreement to participate is established, parents and cooperating teachers wi ll
confer to:
•
•
•
Explore dialogic reading strategy by watching a few short video clips and s lide
presentation (Appendix E),
Determine electronic devices to be utilized by fami ly and school (Appendix 8),
Select software that will be compatible with all devices, and allow photographs to
be embedded with text and sound,
• Select a fi le hosting service that wi ll allow for the photographs to move between
devices and finally,
• Develop a brief list of vocabulary words to be captured in visual images from
around the toddler's home and school (Appendix F).
Image collection. Images that represent the vocabulary words will then be
collected and shared via a fil e hosting service. Severa l software options have been
explored for display ing the images. PowerPoint (Microsoft, 20 13) is available free o f
charge, but does not support audio fi les on an iPad (Apple, Inc. , 2013) or other tablets.
AlphaBaby (Little Potato Software, 20 12) supports aud io fi les, but requires a $0.99
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
upgrade to hold more than 3 photographs and only works on Mac (Apple, Inc. 201 3)
devices. BabySmash (Hanselman, 2008) is the Windows (Microsoft, 20 13) version of
AlphaBaby. Whichever software application is selected, it will need to be one that is
compatible with both devices, the one at home and the one used at school.
Once a device is selected and the app is installed, digital images from home can
be uploaded to the app in a variety of ways. Parents can take pictures and send them
electronically via e-mail, print them off and bring them to school to be scanned into a
computer, or use a file hosting service to insert images themselves. An agreement could
be reached that would allow parents to check out a device from the school to take home
and record images. Teachers can add images from classrooms and playgrounds.
Animation and voices can be then be added by parents and teachers to the images. Sign
language vocabu lary could a lso be added with voice.
28
Sharing the technology. During free-play time, a toddler can sit in the lap of the
adult to access the computer with the child 's individualized image library. A child should
not be forced or coerced to participate. The child should be allowed to interact with the
media at his or her own pace, for as long as he or she sustains interest with a maximum of
20 minutes per session. The toddler should be encouraged to vocalize with the pictures
and touch the screen to manipulate images. The adu lt should be supporti ve and fo llow the
dialogic principles of prompting, evaluating, expanding and repeating the prompt to make
sure the child has learned from the expansion. This is a child-centered experience and so
the chi ld is free to repeat an image or activity as often as he or she chooses.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 29
Procedures to Sustain the Curriculum
Once initial vocabulary words are learned, new ones can be added to reflect more
complex language structures, moving from single words to prepositional phrases and to
fu ll sentences. Sentence types may become more varied, including both statements and
questions. Old images should be left on the device to serve as practice and review. The
project duration is dependent on parent and child interest and perceived benefits. Daily
discussions with parents wi ll help guide the pacing and advancement of the project.
Ultimately, as children become more comfortable with the technology, they could take
over the decision making for selecting images and even take the photos. Eventually, the
chi ldren's voices can be recorded as the narrative for their own productions.
Procedures to Evaluate the Program
Once a child is ready to exit the toddler program and transition to the preschool
classroom it would be helpfu l to sit down with the participating family to reflect on the
experience and make recommendations for new parents who may want to use the
curriculum. This could happen as a portion of the parent-teacher conference or as a stand
alone conference. Using a prepared guide (Appendix H) to focus the discussion will
allow parents to respond with specific feedback, but there should be an open-ended
portion to record feelings and attitudes about the experience.
Conclusions and Recommendations
Understanding the importance of vocabulary development and its implications for
literacy success, this author sought to identify a cohesive format for combining already
established practices with new technology. Neuman and Dwyer (2009) identified five
different criteria for vocabulary curriculum. This project successfully satisfies all five of
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 30
those criteria. The initial stages of the project identified specific vocabulary words to be
taught and planned research based strategies for learning those words. The project
included multiple chances for toddlers to practice and review vocabulary words and
ongoing assessments to provide feedback for determining when initial goals are reached
and more sophisticated vocabulary words or phrases can be introduced. This project also
provides explicit direction for adults who implement the curriculum, a concept that
Wasik (20 I 0) identified as critical for learning success. Incorporating real images from
the toddler 's world speaks to Bortnem's (2008) research advocating for more nonfiction
material in vocabulary teaching. The criteria identified by Wi lds (200 l) are also present
in this work. The considerations she cited for selecting technology to be used with
children were (a) the capabi lity to be personalized, (b) the potential to be easily
manipulated by children, (c) minimal cost, and (d) minimal training required. Adult
interaction and child directed activity help ensure that the project remains
developmentally appropriate. The home-classroom connection is strengthened as parents
are invited to participate and are included in goal setting, training and implementing the
curriculum.
There are those who might argue that toddlers have no business with technology
(AAP, 2011 ). Upon closer examination of the AA P' s concerns, though, it is evident that
their concerns centered on the prerecorded videos and television programming of older
generations of technology that did not allow for interaction or co-construction of
meaning. Current technology of the type recommended in this project provides the
means to tailor screen time for toddlers by creating authentic, interactive activities that
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 31
children can manipulate with a touch of their fingers. T imes have changed and it may be
time for the AAP to refine its position based on these advances.
That being said, it is important to note that the single most important factor in
bringing toddlers to technology is informed adults. Teachers and parents who are trained
and knowledgeable about the hazards as well as the benefits of allowing their toddlers to
explore technology will always be necessary. Setting a chi ld down in front of a screen is
not the same thing as sitting down with a child who's holding a screen. The dialog that
happens as parents or teachers and toddlers explore interactive media is rich with
vocabulary that tru ly can put the child in control of his or her own learning.
This project demonstrated that if we hold true to what we know about good
developmentally appropriate, evidence based practices; we truly can use technology with
toddlers. The benefit of.the project, besides boosting vocabulary, is the strong potential
for involving parents in this process. Acknowledging their role as the primary teaches in
their children's vocabulary development empowers them to get involved in other aspects
of our early childhood centers. What a powerful image is created for toddlers when they
see teachers and parents working together. It tru ly sets the stage for the way they will
view education for many years to come as teachers and parents work together on the
same side to ensure their success. There will be nothing they cannot learn.
While the future of our ''techy" toddlers seems bright, we are not there yet. One
difficulty that this project encountered was the inability to embed audio files into some
applications or video footage into others. It seems that there is just not a "total package"
yet that wi ll allow for combining all of the strategies that we recognize as beneficial for
vocabulary learning into one fom1at. Surely, someone is working on that app, even as
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 32
work on this project concludes. In the meantime, we will need to keep doing all of the
things that really engage our toddlers in real life conversations: talking, singing, reading,
signing and talking some more until they turn into readers and we sit back and listen.
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
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Microsoft. (2013). PowerPoint. Retrieved from http://office.microsoft.com/en
us/powerpoint/
Microsoft. (2013). Windows. Retrieved from http://windows.microsoft.com/en
us/windows/home
Moore, D. ( 1970). Psychology of deafness. American Annals of the Deaf,' 115, 38-50.
NAEYC. (n .d.): Retrieved from http://www.naeyc.org/academy/primary/torch
NAEYC & Fred Rogers Center for Early Leaming and Children's Media.(2012).
Technology and interactive media as tools in early childhood programs serving
children from birth through age 8. Joint position statement. Washington, DC:
NAEYC; Latrobe, PA: Fred Rogers Center for Early Learning at Saint Vincent
College. Retrieved from http:/ /www.naeyc.org/content/technology-and-young
chi ldren
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 36
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k.
Reading Teacher, 62(5), 384-392. Doi : I 0.1598/RT.62.5.2
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of
young English language learners. Early Childhood Education Journal, 36(3), 227-
232. Doi: l 0.1007 /s l 0643-008-0277-9
Parette, H.P. , Boeckmann, N. M., & Hourcade, J. J. (2008). Use of writing with Symbols
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PMDbSolutionld=6724&PMDbSubSolutionld=&PMDbCategoryld=3289&PMD
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Piaget, J. (1955). Language and thought of the child . New York: Meridian.
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teachingstrategies%2Ecom%2Fgold%2Fteachers%2FcheckpointObj%2Ecfm
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TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Appendixes Appendix A: The Invitation
ALL ABOUT WORDS
TECHNOLOGY TO BUILD VOCABULARY
UNI CDC 1901 CAMPUS STREET CEDAR !'ALLS, IA. 50613
INVITATION TO PARTICIPATE
A FREE AND VOLUNTARY PROJECT
Children with large vocabularies ~ have an easier time learning to a3 read and write.
If you arc interested in learning more
about this project, I would like to meet
wi th you. Please Co ntact me:
Gwen Dayton
319 273 2263
To the Family of
38
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 39
Appendix B: Survey of Family Devices and Preferences:
Choosing the hardware: What forms of technology do you currently have available at home? Phone: Computer: Tablet: Other:
Do you have Internet access at home? Yes No
Are you primarily a Mac or PC user?
What experience has your toddler had with technology at home?
What will be the best format to share/send images back and forth from home and school? File Hosting service Email Hard copy Other:
At school we will be using an iPad and running free or very lowcost apps. AlphaBaby (We will need to explore how compatible your devices are with these apps)
Would you be interested in obtaining an iPad for this project as a loan from the CDC if one could be secured?
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 40
Appendix C: Photo Release:
RELEASE and W AIYER 1, , as a parent or guardian, understand that the UNI Child Development Center (UNI CDC), University of Northern Iowa (UNI), and the Regents' Center for Early Developmental Education is requesting my permission to videotape and take photographs of my child and my child's work, and collect work samples from my child. I understand that the above-mentioned materials made or collected relating to my child and his/her classmates may be used to promote and teach best practices in early chi ldhood education. I give my permission to the UNI CDC, UNI, and the Regents' Center for Early Developmental Education to use these materials for educational, promotional, and informational purposes in perpetuity. This includes, but is not limited to, the distribution of UNI produced videotapes and photographs, the publication of articles, the usage of photographs on university websites, and the sharing of materials at conferences, teacher preparation classes and/or lectures or over the internet. We will make every effort to ensure that these activities will not d isrupt the normal activities of the classroom. By signing the top section of this form below, I hereby give the UNI CDC, UNI, and the Regents' Center for Early Developmental Education all rights to materials made or collected relating to my child in perpetuity; l release them from any and all claims arising out of, or resulting from, my chi ld's appearance and/or statements, or their use of my child's work; and I waive all rights of copyright or ownership in or to the resulting educational/promotional/informational materials which relate to my child. I hereby certify that I have read the foregoing and fully understand the meaning and effect thereof~ and intending to be legally bound, sign in the top section below.
Printed Name of child
Printed Name of Parent/Guardian
Signature of Parent/Guardian (Date)
USE THIS PORTION ONLY IF YOU DO NOT GIVE PERMISSION I do not give permission for my child, ______________ (Please print the child's name) to be videotaped, photographed, or my chi ld's work to be used for the purposes mentioned above.
Signature of parent/legal guardian Date
Printed name of parent/ legal guardian
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Appendix D: Tutorial/Checklist of device and tools.
Demonstrate each of the following:
iPad
On/off
Volume
Orientation Setting
Five Finger Swipe technique
Process for downloading apps
PICASA
How to download
Import/Export Photos
Edit Photos and·add Text
Dropbox
How to download
How to invite/share
How to add and remove items
AlphaBaby
How to download
How to change settings
Add/remove jpegs
Add voice
41
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Appendix E: Dialogic Reading Strategy: PowerPoint, Read Together/ Talk Together
Parent Training Video and Whitehurst video clips
Five slide PowerPoint Presentation
Dia logic Reading Strategies What, Why and How
Gwen Dayton
230:240
Su,nmer 2010
Title slide to introduce topic.
What ls Dialogic Reading?
Evldenc.e,based approach to shared book reading in which the goal is for the child to become the storyteller and for the adult to facilitate,
expand. and resl)Ot\d to the child's verbalizations (Zevenbergen and Whitehurst, 2003).
Parents are instructed to· (;i) Follow thechild's
answers with questions, (b) kepeat the chlld'1
411'\SWllf;J (c) Pr0111de asslstan(e as
nece$$ary (d) Praise and encourage the
child, (e) Follow the child's
interests and (f) Have fun (Whltetiur,~ Arnold, • t al .1994 P& ! )
Slide two: Define strategy and gives step-by-step instrnctions.
42
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
A endix E Continued
Why practice Dlalogic Read•n&?
Toddler Oral Langua'II &
Vocabulary Development
/' _,,,
Early Literacy "Om! language fu I s a
I f(l\ll'ldotion for lit . zsthe s of learning !I') and (f1llm0f'<' artd $llo<M ffll
Slide three details from research why Oral language is important for literacy.
• P
A Fundamental Dialogic Reading Te~hnique is the PEER Sequence
Prompt thEJ child to say something about the book
Evaluate the child's response
Expand the child's response by rephrasing an
adding information to it, and
• R Repeat the prompt to make sure the child has
learned from th! e.,cpan$l9n.
Slide four explains technique
43
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Dialogic Reading
• Completfon prompts: Good with rhyming, repetitive books. " I think I would be a glossy cat. A little plump but not too
• Recall prompts: questions about what has happened. "Can you tell me what has happened to the little blue engine in this story?"
• Open-ended prompts: Focus on the pictures in books. "Tell me what is happening in this picture."
• Wh- prompts: what, where, when, why and how questions that teach children new vocabulary. "What's the name of this?"
• Distancing prompts: relate the pictures or words of the book to experiences in the child's life.
Slide five explains and gives examples of prompts.
View: Read Together Talk Together parent-train ing video contained in Pearson Kit availab le through the AEA267 lending library.
View v ideo of Whitehurst describing d ialogic reading strategy at: NAT IONAL CENT ER FOR LEARNING DISABILITIES
WHITEH URST VIDEO CLIPS
ttp :/ /www.ncld.org/students-d i sabilities/homework-stud y-ski 11 s/ dialogic-read in g-v ideoseries
44
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT
Appendix F: Goal Setting and Vocabulary Word Selection Guide:
List 1 Words
Name: Name:
Date: Date:
1. 1.
V) 2. 2. Q)
E r1l z 3. 3. i... Q)
P. 0 4. 4. i...
0...
5. 5.
6. 6.
7. 7. V)
..c i... Q) 8. 8. >
9. 9.
10. 10.
11. 11.
12. 12. V)
s::: ::, 0 13. 13. z
14. 14.
15. 15.
16. 16.
.....:i 17. 17. Vl ~
18. 18.
Note: Fill out both sides identically, cut down the middle and give one to participating family.
45
'"O '"1 0 -0 lb '"1
z ll,)
3 lb V)
< (l) '"1 O"' (/)
z 0 C: ::, V)
> Vl r'
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 46
List 2 Phrases: Prepositions and Questions
Name: Date:
V) 1. r:: 0 ·.: 2. ·;:;; 0 0. Q.) 3. s..
0..
4,
V) 5, r:: 0 ·c V)
6. Q.)
::, CY
7.
('-('-
8. ('o
Name: Date:
V) 1.
r:: . . s ....,
2, ·;:;; 0 0. Q.) 3. s..
0..
4.
V) 5. r:: 0 ·c V)
6. Q)
::l CY
7.
('o ('-
8. ('-
Note: Fill out top and bottom portions identically, cut apart and give one to participating fami ly.
-
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 47
Appendix G: Daily Sheets to Share Language Experiences with Families
I I ·I z i I'll
0 .. l :-= ! I ~ ~
00
~ ~ . ... 0 I'll I'll 1i 0 0 ·-= ·-= :a .> .> il<j i .ti .ti
..a < < = rl.l ~ 1~~ i I ....
0 ·-= -~ € I ·.i:i .i ~. 0 00 = 00 j 00 >. ~ ] ....
~ §:j fj u =8
TECHNOLOGY, TODDLERS AND VOCABULARY DEVELOPMENT 48
Appendix H: Questions to Guide Reflections for Exit Interview:
Family:
Date:
How would you describe the effectiveness of this project to build your child' s vocabulary? • Advantages:
• Disadvantages:
How could I have better supported your experience?
How easily were you able to: • Input the images/sounds into the device?
• Add and retrieve photos from Drop Box?
• Use the device with your chi ld?
How would you describe the level of engagement between you, your child and the technology?
Would you/Did you recommend this program/ App to another parent?